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Curriculum for the 21st Century


Curriculum for the 21st Century Curriculum Changes for the UASOM at UAB Curriculum for the 21st Century Years 1-2 (Pre-Clerkship) Modular integrated/organ based ... – PowerPoint PPT presentation

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Title: Curriculum for the 21st Century

Curriculum for the 21st Century
  • Curriculum Changes for the UASOM at UAB

Curriculum for the 21st Century
  • Years 1-2 (Pre-Clerkship)
  • Modular integrated/organ based
  • Concept driven
  • Adult/active learning
  • Year 3 Clerkships
  • Will begin earlier
  • Structure and organization to be reviewed
  • Continue themes
  • Mandatory Scholarly Activity (expanded definition
    of scholarship)
  • Three months
  • Review committee
  • Year 4
  • Reevaluate all current 4th year requirements
  • Pre-residency prep course
  • Teaching /basic science

Guiding Principles of the Curriculum
  • Student Centered, Active Learning, Application
  • Based on Problem Solving
  • Based on SOM Goals and Objectives
  • Learning facilitated through clinical context
  • Integration of modules with interdepartmental
  • Appreciation of evidence as the basis for medical
    decision making
  • Appreciation of investigation as a component of
    medical practice and learning
  • Integration of Important Themes
  • Use of evaluation methods appropriate to assess
    different goal and objectives

Pre-Clerkship Phase
  • Modules including
  • Patient, Society and Doctor
  • Fundamentals 1 (biochemistry, genetics,cell
    biology, physiology)
  • Fundamentals 2 (pathology, pharmacology,
    microbiology, immunology)
  • 8 organ-based modules
  • 3 weeks of Special Topics
  • Blend of instructional modalities and assessments
  • Interdisciplinary and integrated in instruction
    and assessment
  • Modules are not departmentally controlled and are
    responsible to the MEC

Clerkship Phase
  • Current Core Clerkships to be reviewed for needed
  • Start 2 months earlier than current July 1 start
  • Opportunity for us to consider innovation
  • Themes will continue in longitudinal fashion

Scholarly Activity Phase
  • Scholarship as defined broadly as in faculty
  • 12 weeks of an approved scholarly activity
  • Required for graduation
  • Appropriately mentored and supervised
  • Defined final product for each experience
  • Review and oversight by a faculty panel

Pre-residency Phase (4th Year)
  • Preparation for next phase of training
  • Individualized for each student and approved by a
    recognized faculty advisor
  • Include current acting internships and electives
  • Re-introduce basic sciences/teaching to students
  • Include a required residency prep course for
    final skills to enable successful transition as a
    functional resident

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Module Directors Pre-clerkship coordinator JHS
Pete Anderson Pre-clerkship coordinator Clinical
Nat Robin PDS Alice Goepfert (OB) Fundamentals 1 Laura Cotlin
(Cell Bio) Nat Robin
(Gen) Fundamentals
2 Peter Anderson (Path)
Clinical Ken Waites (Path)
Intro to Organs Erik Schwiebert (Phys) Clinical Nancy Tofil (Peds) Cardiovascular Silvio
Litovsky (Path) Clinical Barry
Rayburn (IM) Pulmonary Bruce
Alexander (Path) Clinical Kevin
Leon, MD (IM) Renal Mark
Bevensee (Phys) Clinical Ivan
Maya (IM)
GI Cathy Fuller (Phys)
Clinical Douglas Heimburger (Nutrition) MS/Skin Marcas Bamman (Phys) Clinical W. Winn Chatham
(IM)/Catherine Lucas (Derm) / Neuroscience Robin Lester
(Neurobiol) Clinical Tony
Nicholas (Neuro) Richard
Powers (Path) Hal Thurstin
(Psych) Heme/Onc Vishnu Reddy
(Path) Clinical Kimberly Whelan
(Peds) Endo Shawn Galin
(Phys) Clinical Hussein
Abdul-Latif (Peds)
Repro Mike Conner (Path)
Clinical Todd Jenkins (OB)
Integr/USMLE Erik Schwiebert (Phys) and Nancy
Tofil (Peds) Nancy Hinson
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Timing and Duration of Modules Year 1
Timing and Duration of Modules Year 2
New Curriculum Key Differences
  • No more than 24 (20 is better) hours per week of
    student contact
  • lt50 lectures
  • Includes ICM, Themes, small groups, labs,
    independent learning modules
  • Anatomy
  • Radiology, pro-sections, surgical anatomy
  • Grades lt50 MCQ
  • Professionalism
  • Projects
  • Presentation/preparation/team work
  • Class time 10AM to 3PM (MSTP have CMB 8-10 AM)
  • Small group/Lab times can vary
  • ICM usually 3-5 PM 1-2 times per weeks

  • Goals and objectives for each contact with
    student (What is the expected outcome)
  • Core Competencies School wide Goals and
    objectives, ACGME
  • Identify themes with ATWG
  • Identify Special Topics - request to the faculty
    (scholars week format)

  • Integration of material within and between
  • Students will be responsible for everything that
    came before (could be testable in context of
    current module)
  • Students expected to prepare for concept based
  • Module teams (directors and clinical
    co-directors) need to direct student preparation
    (text book reading, journal articles, web based
  • Ultimate goal could be to develop a series of
    paper or computer families who students follow
    through the curriculum. Issues of prevention,
    diagnosis, treatment, compliance, culture,
    compliance and disease mechanism can be addressed
    by problems which develop based on the current
  • Integration of clinical skills and themes / PDS
    topics into each module.

  • Instructional Methods
  • Lecture
  • Clinical correlations
  • Discussion Groups
  • Small Groups
  • Problem based learning
  • Independent learning
  • Computer based
  • Other

  • Module Structure
  • Normal development
  • Normal processes
  • Abnormal processes
  • Diagnosis, therapeutics and disease management
  • Epidemiology and evidence-based medicine
  • Prevention and nutrition
  • Societal impact

Each module should be organized as
follows Functional Anatomy and Structure
(Imaging (Radiology) Gross Anatomy and Surgery)
Embryology and Post-natal Development
(Embryology, Pediatrics) Microscopic Anatomy
(Histology and Pathology) Normal Organ function
(Physiology, cell biology, biochemistry,
genetics, nutrition) Organ Pathology,
Pathophysiology and Pharmacotherapeutics
(Pathology, Oncology, Microbes, Immunology,
Nutrition problems, toxicology, environmental
factors, treatment, Genetics of
disease) Prevention of disease - nutrition,
toxin exposure (e.g., cigarettes, alcohol),
environment (e.g. sedentary vs. active
lifestyle). Treatment of disease. Surgical
(anatomy) and pharmacologic. Aging changes in
system over the life cycle. Impact
(Epidemiology, Sociology/Society, Public
Health) Clinical history and physical examination
Instructional Topic Template Title of Session
_______________________________ Course
________________________________ Discipline
(anatomy, biochemistry, pathology, physiology,
ect)_____________ Class Type (Lecture, Small
group discussion, lab, clinical encounter)
__________ Presenter ____________ Professional
attire required Y_____ N______ Equipment
required (Stethoscope, computer
etc)___________ Vocabulary or key words presented
in session or describing session
___________ ____________ ___________ _________
__ ____________ ___________ ___________ _____
_______ ___________ ___________ ____________ _
__________ ___________ ____________ ___________
Objectives or Key teaching points (At the end
of this session the student will state,
describe, contrast, list, demonstrate,
distinguish, calculate, compare, review,
characterize, perform, solicit, explain,
correlate, determine, recognize, discuss,
practice, identify) _____________________________
__________ _______________________________________
_______________________________________ _________
______________________________ ___________________
____________________ _____________________________
Instructional Topic Template Materials or
Activities PowerPoint presentation Previous
transcripts or notes Textbook reading Web based
resources Description of Activity Required
Preparation Textbook chapters Journal
articles Web based material Hand
outs Other Independent learning Web
sites Journal articles Team based learning
projects Projects Other
MedEdportal AAMC resource of online computer
modules (searchable by topic or browse)
http// Health Education Asset Library
(National Library of Medicine searchable
resources) http// Anatomy
TV through Lister Hill Library http//www.anatomy.
  • Number and timing of exams (formative /summative)
  • Work with A/T WG
  • ACGME tool box (think outside of MCQ)
  • MCQ (local or NBME customized) lt50 MCQ
  • NBME type with clinical stem
  • Avoid factoid questions
  • Projects
  • Small group participation and performance
  • Problem sets
  • Computer exercises
  • Professionalism/Communication/Team work (SBP)
  • Use of resources/Information (PBL)

New Curriculum
  • ACGME 6 Core Competencies
  • Competency 1 Patient Care.
  • Competency 2 - Medical Knowledge.
  • Competency 3 Interpersonal and Communications
  • Competency 4 Practice-based Learning and
  • Competency 5 Professionalism.
  • Competency 6 - Systems-Based Practice.

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Competencies and disciplines
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Adult Learning
  • Focus is on student learning not teaching
  • Needs of the student rather than ease of
  • Active learning
  • Interactive (Audience response systems)
  • Problem based
  • Case based
  • Practical
  • Applicable
  • New ways to make large groups interactive
  • Self Directed
  • Use prior skills or knowledge of the learner